“You must be real and sincere and willing to be a teacher whose words and gestures will be remembered for a lifetime (Linsin, 2014).”

​Classroom Management is a difficult task for any educator. Every student is unique and classroom management techniques need to be modified to best fit students and their individual needs. “Research has shown us that teachers’ actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (R.J., 2003a).”In all classrooms and specifically in the art classroom, disruptive behavior can be especially disconcerting due to the nature of art classes. In primary level (K-6th grade) art classes the teacher may only have one forty or fifty minute class period per week with a class of students as well as the added factor that art materials are usually costly and need to be used wisely in a classroom setting.Keeping students interested and engaged in what they are learning and doing is part of successful classroom management. There is a wide range of techniques that teachers use in classrooms through all grades and subject areas. Some management techniques transition better than others through school classrooms and subjects. “…the effective teacher performs many functions. These functions can be organized into three major roles: (1) making wise choices about the most effective instructional strategies to employ, (2) designing classroom curriculum to facilitate student learning, and (3) making effective use of classroom management techniques (Marzano, Marzano, & Pickering, 2003).”A common technique for classroom management is the idea of a token economy; students are rewarded for: correct answers, good behavior, being on-task, etc. Instead of teachers employing techniques for classroom management where they rely on inspiring student engagement through rewards and material reinforcement, what if students were rewarded in the classroom with experiences and accessibility to knowledge? “You must be real and sincere and willing to be a teacher whose words and gestures will be remembered for a lifetime (Linsin, 2014).”The traditional technique of a token economy is a proven technique to increase student engagement. But, what if instead of providing students with material objects as rewards, students were rewarded with experiences. Experiences that reinforce student learning allow them to apply knowledge and engage in an experience that holds significant meaning for them over time rather than receiving inexpensive toys and clutter.Setting up clear rules and set procedures for a classroom are also methods that have proven effective for students in classroom settings. “Happy students are more likely to be cooperative, and if your classroom is a place where students want to be, they will be less likely to exhibit inappropriate behavior… (Scheuermann & Hall).”Art classrooms have lots of materials and projects going on simultaneously and with set rules and procedures in place, students know what is expected of them. They are therefore less likely to act out, goof off or abuse materials. Lack of structured class time results in disruptive behaviors. Also, well established rules and procedures that are well executed can be methods in which students can work toward experience rewards. “ You (the teacher) are in effect laying the parameters of a contract between you and your students. In return for following the class rules, you’re making a promise to protect their right to learn and enjoy school without interference (Linsin, 2014).”Involving students in classroom management is also something to take into consideration. Ask students what they want to learn, what they are interested in, ask them to help come up with meaningful rules, etc. Involving students in their learning and providing them with the opportunity to come up with classroom structure helps foster student ownership. Developing student ownership will also lend naturally to a more engaged classroom.Recognizing student effort and engagement will also lend to fostering student ownership. “…praise your students based on effort and individual progress, which is different for every student, less associated with identity and unequivocally praiseworthy. This will encourage them to keep working to improve their skills, regardless of how advanced or rudimentary their level. It will also encourage them to take risks and push the boundaries of their capabilities. You can and should still give your students honest, targeted feedback on their work… Praise provides the fuel to keep them moving forward while feedback keeps them on the right course (Linsin, 2014).” ”Done right, praise can ignite that burning intrinsic motivation that spurs better performance, sharper attention to detail, and a greater desire to learn, take chances, and grow as artists… (Linsin, 2014).”Take into account your location, what is the art world like where the school is located? If providing students with valuable and engaging art experiences is the reward students will collectively be working toward, awareness of the local art scene is essential.Art, what falls into this category is constantly being reinvented and reimagined. The term is fairly ambiguous. Performance art, museums, galleries, local artists, crafters, art fairs, theatre, concerts, and artist lectures: these are all valuable learning experiences that can be accessed. Looking locally, Cincinnati is the current local art scene and it is active. It is not as active as say: Austin, Seattle or New York City, yet it has an energetic and diverse art scene, nonetheless. Students can attend or go to the following locations as part of curriculum reinforcement and reward for behavior.

After talking with Dr. Stephanie Baer, professor of Art Education of Miami University, she gave me useful insight into the field. She also highly recommended the books and website of Michael Linsin. ​She was kind enough to lend me a Michael Linsin from her own library. Thank you Dr. Baer!